grade 3 learning packet...grade 3 learning packet thank you for continuing your child’s education....

Grade 3 Learning Packet

Thank you for continuing your child’s education. To help support you in continuing their education, we have put

together this optional resource for your use.

Gracias por continuar con la educación de su hijo. Para apoyarlo con esta tarea, ponemos a su disposición este

recurso opcional

Third Grade Reading Record It is recommended that you read 30 to 60 minutes each day. In order to carry meaning across the entire text, a good strategy is to make notes after each reading session. Use this chart to record the main event or details of your reading.

Date Main event or details

Third Grade Writing Prompts Name: ___________________

Directions Please carefully consider the following questions. You may do a quick sketch planner on another sheet of paper. Remember to include an introduction and conclusion in your response. Feel free to continue your writing onto the back of the paper. Don’t forget to edit for capitals, punctuation, and spelling!

A stranger hands you a $100 bill and tells you to do a good deed with it. What would you do?

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Whom do you admire the most? Explain the 3 best qualities this person has.

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What is something you did recently for the very first time? Write about it.

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Describe something you would do if you knew you could not possibly fail.

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Write a story about what a rock climber found inside a secret cave.

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Describe the leprechaun trap you would build if you wanted a pot of gold.

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If you could teleport to anywhere in the world, where would you go? Explain your reasons.

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Trouble in the Ocean


Save the Ocean Animals

Some sea creatures need help.Many kinds of animals live in the ocean. Some of those animals are endangered. That means

they are in danger of dying out. Only a few are left in the world. Scientists are trying to keep

endangered animals safe.

Green Sea Turtle

Pacific Stock/SuperStock

The green sea turtle lives in warm waters. An adult green

sea turtle eats mostly plants. It can weigh up to 440

pounds. Its shell can grow to 4 feet long. A green sea

turtle can't pull its head into its shell the way some turtles

can.

Why are green sea turtles endangered? People hunt

them for their meat and eggs. The turtles also get trapped

in nets used to catch fish. Pollution hurts the turtles too. If

turtles eat trash, it can kill them.

Blue Whale

Denis Scott/Corbis

The blue whale is the largest animal in the world. It is as

big as an airplane. The whale can grow to 90 feet long

and weigh more than 100 tons. A ton is equal to 2,000

pounds.

The blue whale lives in all the oceans. It eats tiny animals

called krill. A blue whale can eat about 4 tons of krill each

ReadWorks.orgCopyright © 2009 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation.


day.

Blue whales are endangered. People once hunted them for their meat and fat. The fat was

used to make oil for lamps. Special laws now protect blue whales. People no longer hunt

them.

Great White Shark

Stephen Frink/Science Faction/Corbis

The great white shark is the largest meat-eating shark. It

grows to about 15 feet long. It weighs up to 5,000

pounds. The shark has rows of long, sharp teeth. It eats

fish, dolphins, seals, and other ocean animals.

Great white sharks are often found in waters near the

coast. A coast is land next to the ocean.

People are a threat to great white sharks. People hunt

them for their teeth, jaws, and meat. The sharks also get

caught in fishing nets.


Trouble in the Ocean - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What does "endangered" mean?

A. in danger of dying out

B. in danger of being eaten

C. in danger of getting sick

D. in danger of being hunted

2. What does the text list and describe?

A. three laws passed to protect ocean animals

B. three endandered ocean animals

C. three types of pollution that harm ocean animals

D. three ways people are working to protect oceans

3. Fishing nets can be harmful to a number of species. What evidence from the text

supports this conclusion?

A. Some ocean animals are endangered, or in danger of dying out.

B. People are a threat to great white sharks.

C. Green sea turtles and great white sharks get trapped in fishing nets.

D. Blue whales used to be hunted for their meat and fat.

4. What is a common threat of great sea turtles, blue whales, and great white sharks?

A. fishing nets

B. food shortages

C. pollution

D. humans

5. What is the main idea of this text?

A. Green sea turtles, blue whales, and great white sharks are protected by special laws.

B. Green sea turtles, blue whales, and great white sharks live in the ocean.

C. Green sea turtles, blue whales, and great white sharks are endangered animals.

D. Green sea turtles, blue whales, and great white sharks get caught in fishing nets.

ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.


6. Read this sentence from the text:

"People are a threat to great white sharks. People hunt them for their teeth, jaws, and

meat."

What does the author mean by the sentence, "People are a threat to great white

sharks"?

A. People put great white sharks in danger.

B. People scare great white sharks.

C. Great white sharks put people in danger.

D. Great white sharks scare people.

7. Choose the answer that best completes the sentence.

Blue whales were once hunted for their meat and fat, ________ now special laws

protect them from being hunted.

A. soon

B. also

C. like

D. but

8. What has helped protect blue whales?



9. Explain why green sea turtles are endangered.

Support your answer with evidence from the text and images.

10. Compare the reasons why green sea turtles, blue whales, and great white sharks are

endangered.

Support your answer with evidence from the text and images.


The Disappearing Room

The Disappearing Roomby ReadWorks

"Where'd you go?" asked Alejandro, with a tremble in his voice.

June coughed. She could taste dust in her mouth and felt a stinging on her knees. She could

barely breathe after falling down the steps and onto the cold concrete.

"June, where are you?" called out Alejandro. The room was pitch black. He could hear his

friend at the bottom of the steps, but in the darkness he could not see a thing. He turned

around and pulled on the doorknob. The heavy, wooden door wouldn't budge.

"I'm ok," answered June. "I think I scraped my knees. Ouch! OK, I'm sure I scraped my knees.

But everything else feels OK." June felt a tear in her eye, but tried very hard to hold it back.

She worried about how frightened Alejandro was.

"I can't see anything in here!" exclaimed Alejandro, trying hard not to panic.

"I know. Me neither. Come down the steps, but don't hold onto the rail! That's why I fell. The

rail stops halfway down."


The Disappearing Room

As Alejandro slowly descended into the basement, June looked in every direction. She

wondered why she couldn't make out any shapes. Even when her parents turned out every

light in the apartment after bedtime, she could always make out the picture frames on her

dresser. In this place, it was like her eyes were shut.

"I'm here," said Alejandro, interrupting her thoughts. He clasped June's hand and asked,

"What now?"

June squinted and sighed. Then she noticed a bright speck in the corner of the room. A thin

beam of light shot out from the speck. It pointed down to the floor and disappeared into the

darkness.

"Do you see it?" asked Alejandro. Most of the room was still in darkness, but near that one

spot of light, he could see what looked like chairs.

"Yeah!" confirmed June. She reached up towards the light. There was a curtain, covering a

window. She opened it.

Alejandro and June covered their eyes. Their corner of the basement was flooded with light!

Then, everything in the room became visible: the steps, the broken rail, the chairs, an old

billiards table, and boxes and boxes of old newspapers.

"No luck with that door?" asked June.

Alejandro shook his head. June clambered onto a nearby chair and pushed at the window. It

opened with a creak, and she pulled herself towards the opening.

"Let's get back to the party," she said with a smirk.


The Disappearing Room - Comprehension Questions

Name: ___________________________________ Date: _______________

1. Where are June and Alejandro?

A. in a very large bathroom

B. in a very small closet

C. in a very dark room

D. in a very hot attic

2. June and Alejandro have a problem. The room they are in is too dark for them to see

well. How do they solve this problem?

A. They knock on a wooden door until somebody lets them out.

B. They scream for help until somebody hears them.

C. They climb up a staircase, holding tightly to the railing.

D. They notice a little bit of light, and June opens a curtain.

3. June and Alejandro are scared.

What evidence from the story supports this statement?

A. "Alejandro shook his head. June clambered onto a nearby chair and pushed at the window."

B. "June felt a tear in her eye, but tried very hard to hold it back. She worried about how frightened Alejandro was."

C. "'Do you see it?' asked Alejandro. Most of the room was still in darkness, but near that one spot of light, he could see what looked like chairs."

D. "As Alejandro slowly descended into the basement, June looked in every direction. She wondered why she couldn't make out any shapes."

4. Why does June push at the window and pull herself toward its opening?

A. She wants to get out of the room.

B. She wants to stay in the room.

C. She wants to make the room dark again.

D. She wants Alejandro to try opening the door.



5. What is a theme of this story?

A. Discovering a new place is lots of fun and can make your life better.

B. Getting into a fight with a friend can help you work out your differences.

C. Children in a dangerous situation should turn to an adult for help.

D. People can get out of a scary situation if they do not give in to their fear.

6. Read the following sentences: "The room was pitch black. He could hear his friend at

the bottom of the steps, but in the darkness he could not see a thing."

What does the phrase pitch black mean?

A. completely black

B. more gray than black

C. mostly black with a few rays of light

D. a black surface with lots of light shining on it

7. Choose the answer that best completes the sentence below.

June and Alejandro do not give up looking for a way out of the room ______ they are

scared.

A. finally

B. moreover

C. although

D. specifically

8. What does June say after opening the window?



9. Why does June want to get back to the party?

10. How does June probably feel at the end of the story? Support your answer with

evidence from the passage.


Melting Ice Sheets

Melting Ice Sheets

An ice sheet is a thick layer of ice that covers a large area for an extended period of time.

During the last glacial period, most of the Earth was covered by ice sheets. Today, there are

only two ice sheets in the world. One is the Antarctic ice sheet, and the other is the Greenland

ice sheet. Ice sheets form as layers of snow accumulate over time. Most of the freshwater

available on Earth is trapped in these ice sheets.

The Antarctic ice sheet is up to 3 miles deep. It covers nearly 5.4 million square miles. That's

almost the entire Antarctic continent. If all the water in this ice sheet melted, it would raise the

sea level by 200 feet. The Greenland ice sheet is much smaller than the Antarctic one. It

covers 656,000 square miles.

Stream of melting water in Greenland's ice sheet

These ice sheets are shrinking as they melt more quickly than snow can accumulate. Many

scientists believe that global warming is playing a role in the melting of the ice sheets. Global

warming is the increase in the world's average temperature. Most scientists believe that the

global warming the Earth is now experiencing is caused in large part by human activity.

Humans are releasing gases into the air that trap heat in the atmosphere. One major way

they are doing this is by burning fossil fuels.

Scientists are working hard to learn more about how and why these ice sheets are melting.

The melting ice sheets can have big effects on the planet. As more water melts and enters the

ocean, the sea level rises. The rising water could cover cities that sit near the coast. These

cities include New York City and New Orleans, Louisiana. One other effect of the melting ice

sheets is that the ocean water will become less salty as it mixes with fresh water. This could

disrupt ocean ecosystems that rely on certain levels of seawater to survive.


Melting Ice Sheets - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What is an ice sheet?

A. a thick layer of ice that covers a large area for short period of time

B. a thin layer of ice that covers a small area for a short period of time

C. a thick layer of ice that covers a large area for an extended period of time

D. the process that leads to ice layers melting into the ocean

2. The text describes possible effects of ice sheets melting. What is one of these

effects?

A. Ocean water will become more salty.

B. Ocean ecosystems will become healthier for sea animals.

C. The average temperature of the Earth will decrease.

D. Cities that sit near the coast may be covered in water.

3. Melting ice sheets could negatively impact our oceans.

What information from the text best supports this statement?

A. Melting ice sheets may cause oceans to become less salty which could disrupt their ecosystems.

B. Cities like New York City and New Orleans may become covered in water as the ice sheets melt.

C. Ice sheets form as layers of snow accumulate over time.

D. If all the water in the Antarctic ice sheet melted, it would raise the sea level by 200 feet.

4. During the last glacial period, most of the Earth was covered by ice sheets.

Based on information in the text, how has the average temperature of the Earth probably

changed since this period?

A. It has gotten colder.

B. It has gotten warmer.

C. It has gotten colder then warmer.

D. It has gotten warmer then colder.



5. What is the main idea of this text?

A. The Greenland ice sheet covers 656,000 square miles but it is much smaller than the Antarctic ice sheet.

B. The melting of the world's ice sheets may be caused in part by global warming and could change our oceans and coastal cities.

C. The increase in the world's average temperature which the Earth is currently experiencing may be caused in large part by human activity.

D. Today, most of the freshwater available on Earth is trapped in the Antarctic and Greenland ice sheets.

6. Read the following sentence from the text.

"Global warming is the increase in the world's average temperature."

Based on this sentence, what does the word "global" mean?

A. having to do with only part of the Earth

B. having to do with just one continent

C. having to do with just one country

D. having to do with the whole Earth

7. Choose the answer that best completes this sentence.

The Antarctic and Greenland ice sheets are melting more quickly than snow can

accumulate. ______, the ice sheets are shrinking.

A. As a result

B. However

C. On the other hand

D. Namely



8. What do many scientists believe is playing a role in the melting of the Earth's ice

sheets?

9. As the ice sheets melt and more water enters the ocean, the sea level rises. How

does this threaten cities sitting on the coast?

10. Based on information in the text, explain how humans may be able to help protect

our oceans and coastal cities.


Looking for a Bear

Looking for a Bearby W.M. Akers

"I want to see the bears!"

"I don't care. I want to see the whales first."

"But bears are so much better."

"Yeah, if you're seven. I'm ten now. I like whales."

"So what? I want to see the bears."

"I don't care! Coming to the museum was my idea, and we're seeing the whales first."

"Bears!"

"Whales!"

"Bears!"

"Whales!"


Looking for a Bear

"Mommmmm! Graham is being mean!" shouted Sarah. Everyone in the main lobby of the

Museum of Natural History turned to look at her. Mom turned around with an embarrassed

look on her face-the one that she called mortified.

"What did he do?" whispered Mom.

"He said that bears are for little kids, and that we have to see the whales first."

"We're going to see everything in the museum. We have all afternoon."

"But I want to start with the bears."

"Then you should have asked nicely instead of shouting. Graham, take us to the whales."

Sarah's heart sank. Graham didn't even have to say anything. The look he gave her was bad

enough. He was smiling ear to ear like one of the chimpanzees in the Africa exhibit. She

dragged her feet all the way to Ocean Life. She knew she shouldn't have shouted, but

Graham made her so angry. And the simple fact was, they didn't have all afternoon. It was

3:00 PM now, and the museum closed at 5:15 PM. Sarah had seen the sign. She had read

her mother's watch. She knew there was not much time left for bears.

Ever since they started learning about them the year before at school, Sarah had had bears

on the brain. She had paid extra close attention during that unit and now knew all sorts of

facts about bears. Grizzly bears were some of the biggest in the world, and they were her

favorite.

"Did you know," she asked her mother, "that grizzly bears can get as big as 850 pounds?"

"I did, Sarah. You mentioned that several times in the car."

"Well, did you know they can run 35 miles an hour?"

"Yes, I did."

"That's speeding in some places!" said Sarah, but Mom didn't seem to care.

"Whales are way bigger than bears," said Graham. "That means they're better."

"Yeah, but whales live in the ocean."

"So what's wrong with the ocean?"


Looking for a Bear

"It means they're wet all the time. And they smell like fish."

"You smell like fish!" Graham cracked up. Clearly, he thought he was very clever.

"How big are whales?" asked Sarah.

"What do you mean?"

"Grizzly bears weigh 850 pounds. How much do whales weigh?"

"Uh...I don't know. A whole lot."

Sarah scoffed. Graham didn't even know anything about whales. He just wanted to make sure

she was unhappy. She had been looking forward to this trip for months. She read about the

museum online, about all the dioramas that were built in the 1940s. They were a very old-

fashioned kind of exhibit, but they looked beautiful in the pictures. It was as close as she

could get to a real bear, and she had stayed up all the night before thinking about it. And now

Graham was ruining the fun.

The Ocean Life exhibit was dark and quiet. Spooky sounds filtered down from the speakers

which were supposed to make them feel like they were underwater. Sarah didn't feel

underwater. She just felt grumpy.

"Oh look," she said. "A whale."

"That's a humpback whale," said Graham, doing his best to show off.

"No, it's not. It's a beluga whale. Read the sign."

The model of the beluga was one of the ugliest animals she had ever seen. It had a

smooshed-up face and a sad grey color, and it looked like it definitely smelled like fish.

"Well I think it's so good that I'm going to stand here and appreciate it," said Graham. "For a

while."

"Mom-can I please just go look at the bears by myself?" asked Sarah.

"No," said Mom. "You have to stay in this room."

As Graham pretended to be interested in the whale, Sarah watched the seconds tick by on

her mother's watch. Finally, she couldn't take the beluga any longer. She stomped away, her

arms swinging at her side, looking desperately for something in the Ocean Life exhibit that ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.

Looking for a Bear

wasn't ugly, boring, or stinky. And then, from across the room, she saw it.

It was a diorama of Alaskan seals swimming just below a sheet of ice. Above them, peering

hungrily into the water was a polar bear, looking so real that Sarah flinched when she saw it. It

had snow-white fur, a wet-looking, black nose, and claws as sharp as razor blades. As Sarah

pressed her face up against the glass to look at it, she forgot about the whales behind her.

The polar bear was the most beautiful thing she had ever seen.


Looking for a Bear - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What does Sarah want to see?

A. ocean life

B. whales

C. bears

D. African mammals

2. What is the main conflict in the story?

A. Sarah wants to see the bears, but Graham wants to see the whales.

B. Sarah wants to see the whales, but Graham wants to see the bears.

C. Sarah does not want to be at the Museum of Natural History.

D. Sarah has been at the Museum of Natural History for too long.

3. Read the following sentences about Sarah: "She read about the museum online,

about all the dioramas that were built in the 1940s. They were a very oldfashioned kind

of exhibit, but they looked beautiful in the pictures. It was as close as she could get to a

real bear, and she had stayed up all the night before thinking about it."

What conclusion can be drawn about Sarah based on this evidence?

A. Sarah had never been to a museum before visiting the Museum of Natural History.

B. Sarah became interested in bears when she started preparing for her trip to the Museum of Natural History.

C. Sarah probably wants to work at a museum when she grows up.

D. Sarah's trip to the museum meant a lot to her.

4. Read the following sentences: "She stomped away, her arms swinging at her side,

looking desperately for something in the Ocean Life exhibit that wasn't ugly, boring or

stinky."

How is Sarah feeling at this point in the story?

A. sad

B. angry

C. tired

D. excitedReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.


5. What is this story mostly about?

A. Sarah's relationship with her brother

B. Sarah's knowledge about bears

C. Sarah's trip at the Museum of Natural History

D. dioramas at the Museum of Natural History

6. Read the following sentences:

"Grizzly bears weigh 850 pounds. How much do whales weigh?"

"Uh...I don't know. A whole lot."

Sarah scoffed. Graham didn't even know anything about whales.

As used in the passage, what does "scoffed" most nearly mean?

A. made fun of

B. knew a lot

C. shouted

D. mumbled


__________ Sarah is dragged to the Ocean Life exhibit, she gets to see a bear.

A. As a result

B. Above all

C. Previously

D. Even though



8. Which exhibit does Sarah's family visit first?

9. How do Sarah's feelings change when she sees the polar bear?

10. Explain whether Sarah has a good time at the Museum of Natural History. Use

information from the passage to support your answer.


Learning on the Soccer Field

Learning on the Soccer Fieldby ReadWorks

Gustavo's favorite sport is soccer. When he was only four years old, his older brother taught

him how to kick the ball. At first Gustavo was never able to make the ball go where he wanted

it to go. Now Gustavo is eight years old, and he has had a lot of practice. Gustavo's brother

likes to kick the ball with his right foot. But Gustavo doesn't. Instead, he likes to kick it with his

left foot so that it makes a loud sound - thwack! Gustavo calls it his lucky left foot. When

Gustavo kicks the soccer ball hard with his left foot, he can make it fly into the goal.

Gustavo lives in Rio de Janeiro, one of the biggest cities in Brazil. Rio de Janeiro is on the

beach and has very warm weather. All of Gustavo's friends love to play soccer when they get

out of school. Today, there is a new boy at school. His name is Felipe, and he comes from

Sao Paolo. Sao Paolo is another city in Brazil and has lots of tall buildings called skyscrapers. ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.

Learning on the Soccer Field

After school, the boys invite Felipe to play soccer with them. Felipe says okay but looks very

nervous.

As they walk to the soccer field, Gustavo asks Felipe, "What's wrong?" Felipe sighs and says,

"I don't know how to play soccer. I tried once and everybody laughed at me." Gustavo pats

Felipe on the shoulder. "That's alright," says Gustavo. "I used to be really bad too. You have to

keep trying."

The game starts, and Gustavo moves to the front of the field. He plays the forward position

and is always trying to score a goal on the other team. Gustavo feels happy every time he

plays soccer and tonight he is playing even better than usual. He steals the ball from the other

team and runs with it as fast as he can. Thwack! Gustavo kicks the ball with his lucky left foot

and it flies through the sky into the goal. Everybody cheers and Gustavo feels like he is the

king of the soccer field.

After the game, Gustavo and Felipe stay on the field to practice. Gustavo shows Felipe how

he kicks with his lucky left foot. When Felipe tries to kick the ball, it goes in the wrong

direction. Gustavo doesn't laugh at Felipe. Instead, he looks and sees that Felipe is kicking

the wrong part of the ball with his foot. Gustavo shows Felipe where to kick the ball, and

already Felipe is a little bit better. The rest of the week Gustavo and Felipe practice on the

soccer field after the other boys leave. Felipe also practices kicking the ball before school.

The next week Felipe scores his first goal, and Gustavo gives him a big high-five. Now Felipe

looks forward to playing soccer every day, and Gustavo has a new friend.


Learning on the Soccer Field - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What sport do Gustavo and Felipe play?

A. baseball

B. basketball

C. soccer

D. tennis

2. In this story, an effect is that Felipe gets better at soccer. What is the cause?

A. Felipe gets laughed at the first time he tries to play soccer.

B. Felipe practices kicking the soccer ball.

C. Felipe kicks the soccer ball with the wrong part of his foot.

D. Gustavo gives Felipe a big high-five.

3. Gustavo is good at soccer.

What evidence from the story supports this conclusion?

A. After a week of practice, Felipe scores his first goal and Gustavo gives him a big high-five.

B. During a soccer game, Gustavo steals the ball from the other team and kicks it into the goal.

C. When Gustavo's older brother taught him how to kick a soccer ball, Gustavo was never able to make it go where he wanted.

D. Gustavo lives in Rio de Janeiro, a big city in Brazil that has very warm weather.

4. How do Felipe's feelings about playing soccer change in the story?

A. He goes from feeling nervous to feeling excited.

B. He goes from feeling excited to feeling nervous.

C. He goes from feeling kind to feeling angry.

D. He goes from feeling angry to feeling kind.



5. What is a theme of this story?

A. Living somewhere with warm weather is a lot of fun.

B. Playing sports causes children to be mean to each other.

C. People should choose their friends carefully.

D. People can get better at something through practice.

6. Read the following sentences: "Gustavo's brother likes to kick the ball with his right

foot. But Gustavo doesn't. Instead, he likes to kick it with his left foot so that it makes a

loud sound - thwack!"

Why does the author write thwack! in the sentence above?

A. to give readers an idea of what the loud sound was

B. to show readers why Gustavo likes soccer so much

C. to make readers feel sorry for Gustavo

D. to help readers understand what going to school in Brazil is like


Felipe is nervous about playing soccer at first, _______ he looks forward to playing

every day by the end of the story.

A. as a result

B. yet

C. like

D. so

8. What happens when Felipe tries to kick the soccer ball at first?



9. What happens after Felipe practices kicking the soccer ball?

10. In this story, is practice important to playing soccer? Support your answer with

evidence from the passage.


Gold Rush

Gold Rush

A man in England digs up buried treasure worth millions.

Dave Rowan/Daniel Boxton/Birmingham Museum

These gold items were used long ago.

Terry Herbert is one lucky guy. He recently struck it rich! He discovered a huge hoard of

buried treasure. A hoard is a hidden collection of something valuable.

AP Images

Terry Herbert shows off a shiny find.

Herbert uncovered loads of gold and silver artifacts-about 1,350 items in all. An artifact is an

old, human-made object. He found the treasure on a farm in England. That is a country in the

United Kingdom. The United Kingdom is in Europe. Experts say the hoard could be worth


Gold Rush

millions of dollars.

Herbert discovered the treasure using a metal detector. That is a handheld piece of

equipment. It beeps when it is waved near metal. After finding the hoard, Herbert says, "I was

going to bed, and in my sleep I was seeing gold."

Some of those flashy finds include gold plates and weapon parts covered in jewels. Experts

say the treasure most likely belonged to the Anglo-Saxons. That is a group of people who

ruled what is now England. They ruled more than a thousand years ago. The Anglo-Saxons

originally came from what are now Denmark, Germany, and the Netherlands. Those are

countries in Europe.

Researchers are working to finish what Herbert started. They are searching the farm where

the hoard was found. They want to make sure all the treasure has been collected. Then they

will place the items in a museum.

Experts such as Kevin Leahy are most excited about some of the more unusual items in the

hoard. "The things that we can't identify are the ones that are going to teach us something

new," he says.

Jackpot!The Anglo-Saxons' gold may be old, but it could be worth millions. Check out some of the

finds Terry Herbert's treasure hunt turned up.



Gold Rush

Helmet Piece This helmet part covered the wearer's cheek. Anglo-Saxon helmets had

several pieces that soldiers could close to protect their faces.


Sword Hilt This jewel-covered gold treasure may look like a bracelet. It is actually the hilt, or

handle, of a sword. Many Anglo-Saxon weapons had hilts.


Gold Horse Several objects that look like horses were uncovered. They might have been

used to decorate other items.


Gold Rush - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What is going to happen to the treasure that Terry Herbert found?

A. The treasure will be left on the farm where it was found.

B. The treasure will be given to Terry Herbert.

C. The treasure will be returned to the Anglo-Saxons.

D. The treasure will be placed in a museum.

2. How does the author describe the treasure that Terry Herbert found?

A. The author describes the treasure as shiny.

B. The author describes the treasure as English.

C. The author describes the treasure as valuable.

D. The author describes the treasure as lucky.

3. It can be inferred from the passage that

A. some objects in the treasure find are items that experts don't recognize

B. a few objects in the treasure find are from Denmark

C. many of the objects in the treasure find are animals made of gold and silver

D. all of the objects in the treasure find are made of gold

4. Read the following sentence and answer the question below:

"A hoard is a hidden collection of something valuable."

What does the word collection most nearly mean in this sentence?

A. treasure

B. equipment

C. item

D. group


Gold Rush - Comprehension Questions

5. What would be another good title for this passage?

A. Helmets, Hilts and Horses

B. Buried Treasure Found in England

C. Anglo-Saxons and Their Weapons

D. Terry Herbert, a Lucky Guy

6. Describe how Terry Herbert found the treasure using evidence from the text.

7. How did the experts likely figure out that the treasure originally belonged to the Anglo-

Saxons?

8. The question below is an incomplete sentence. Choose the word that best completes

the sentence.

Researchers are searching the farm where the hoard was found ________ they want to

be sure all the treasure has been collected.

A. if

B. but

C. because

D. although


Dino News!

Dino News!

Tyrannosaurus rex chicken

The Dinosaur-Bird Connection

Scientists learn more about T. rex's relatives.

What do Tyrannosaurus rex and the chicken have in common? A team of scientists say the

two animals are related. Recently, the scientists studied a T. rex bone that shows proof of

that. Proof is anything that can be used to show that something is true.

The T. rex bone was part of a dinosaur's leg. It is 68 million years old. Scientists found it in

Montana in 2003. They cut into the bone and were surprised to find protein inside. Protein is

a living material that makes up muscle. It is also found inside bone.

Lewis Cantley is a scientist on the research team. "We were very excited," he says. "No one

thought that protein could survive that long."

Scientists used a special machine to study the protein. They compared it to the proteins in

other animals. Chickens were the closest relatives.

Finding More Proof

Many scientists have long thought that dinosaurs and birds are related. The discovery was ReadWorks.org

© 2012 ReadWorks®, Inc. All rights reserved.Article: Copyright © 2009 Weekly Reader Corporation. All rights reserved.Weekly Reader is a registered trademark of Weekly Reader Corporation.Used by permission.

Dino News!

more proof. "Previous proof was based on the way the bones looked. This proof is based on

protein," says Cantley. "It better supports our beliefs that chickens came from dinosaurs."

Are They Alike?

Imagine that T. rex and the chicken were the same size. Would they look related? How are

they alike? How are they different?

Compare a Chicken to a T. rex

Chicken T. Rex

Height: about 13 inches about 18 feet (or about 17 chickens)

Length: about 13 inches about 40 feet (or about 37 chickens)

Weight: 5 to 11 pounds 10,000 to 14,000 pounds (or about 1,500

chickens)

ReadWorks.org© 2012 ReadWorks®, Inc. All rights reserved.Article: Copyright © 2009 Weekly Reader Corporation. All rights reserved.Weekly Reader is a registered trademark

of Weekly Reader Corporation.Used by permission.

Dino News! - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What did scientists find inside the T. rex bone?

A. chicken DNA

B. disease

C. protein

D. water

2. The author provides a list of what?

A. types of dinosaurs

B. measurements of chickens and a T. rex

C. types of chickens

D. relatives of dinosaurs

3. Scientists did not expect to discover the protein.

What evidence from the text supports this conclusion?

A. Scientists found the T. rex bone in Montana in 2003.

B. Scientists used a special machine to study the protein.

C. Scientists compared the protein to the proteins in other animals.

D. No one thought that protein could survive that long.

4. How did the scientists' discovery affect their ideas about dinosaurs and chickens?

A. It made them more confident in their ideas.

B. It made them very confused.

C. It made them think that dinosaurs and chickens are probably not related.

D. It made them think that chickens are better than dinosaurs.

5. What is the main idea of this passage?

A. Scientists found a T. rex bone that is 68 million years old.

B. Lewis Cantley is a scientist on a research team.

C. Scientists found proof in a T. rex bone that chickens are related to dinosaurs.

D. Protein is a living material that makes up muscle.



6. Read these sentences from the text.

"Many scientists have long thought that dinosaurs and birds are related. The discovery

was more proof. 'Previous proof was based on the way the bones looked. This proof is

based on protein,' says Cantley."

As used in the passage, what does the word "previous" mean?

A. different

B. special

C. earlier

D. confusing

7. Choose the answer that best completes the sentence.

Scientists were surprised to find the protein, _______ because they didn't think it could

survive that long.

A. especially

B. but

C. however

D. such as

8. What is proof?



9. How is the protein discovered in the T. rex bone proof that dinosaurs are related to

chickens?

10. Without proof, why might it be difficult for someone to believe that chickens and T.

rex are related?

Support your answer with evidence from the text.


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